Combined Summary of Unit 3: Development of Linguistic Skills in Communication –
Oral and Written Skills and Communicative Competence in English
Introduction
Language, as a primary tool of communication, is essential in today’s multicultural and
multilingual context, making foreign language education a key component in primary
education. The primary objective is for students to become competent users of English
by developing communicative competence, which integrates both rules of use
(interaction) and rules of usage (structure).
Following the Decree 38/2022, language instruction in primary education targets six
core competencies: comprehension, expression, mediation, linguistic and cultural
diversity, expansion of linguistic resources, and interaction.
This foundation naturally leads to exploring the development of basic linguistic skills
essential for achieving communicative competence.
Development of Basic Linguistic Skills
The four fundamental language skills—listening, speaking, reading, and writing—are
interconnected and mutually reinforcing. This progression mirrors natural language
acquisition, as students first listen and speak before advancing to reading and writing.
Understanding this interconnectedness is key to effective language instruction.
Listening is foundational for language acquisition because comprehension typically
precedes production. Initially, students focus on recognizing language sounds and
structures. This skill develops through recognition, which involves identifying patterns,
and selection, which focuses on understanding specific purposes in speech. Teachers
use methods such as audio exercises, extensive listening for general comprehension, and
intensive listening for detail. Activities supporting listening skills include prediction
tasks during pre-listening, stopping audio at critical points for questions during
listening, and summarizing main ideas after listening.
Speaking skills develop alongside listening, moving through controlled, guided, and
free production stages. Teachers often begin with structured drills, such as group
activities and role-plays, before progressing to free conversation, which encourages
students to use language naturally and independently. By integrating listening and
speaking, students gain confidence in oral communication, creating a bridge to
developing literacy skills.
Reading serves as the connection between spoken and written language, starting with
mechanical reading, where students recognize letters and words, and progressing to
comprehension, where they understand the meaning of texts. Techniques such as
sentence rearrangement, word-guessing games, and a mix of intensive and extensive
reading exercises help develop reading fluency and understanding.
Writing is introduced gradually, beginning with copying letters and progressing to free
composition, where students express their ideas creatively. Activities such as sentence
completion and story writing not only enhance vocabulary and grammar but also
encourage personal expression. This leads to an integrated approach to skill
development.
Integrated Skills Development
Integrated skill development combines listening, speaking, reading, and writing into a
cohesive learning process. This approach mirrors real communicative scenarios,
enhancing realism and input-output balance in the classroom. For instance, a lesson
might involve listening to a dialogue, discussing its content, reading a related passage,
and completing a written summary. Such activities prepare students for authentic
communication in English and reinforce the interconnected nature of linguistic skills.
Understanding this integrated approach sets the stage for examining the concept of
communicative competence.
Communicative Competence in English
Communicative competence, introduced by Dell Hymes, expands on Chomsky’s focus
on grammatical competence by incorporating practical language use in social contexts.
According to Canale and Swain’s model, communicative competence includes
grammar, discourse, strategic, sociocultural, and sociolinguistic competences.
Grammatical competence addresses knowledge of grammar, syntax, and vocabulary.
Sociolinguistic competence focuses on adapting language to fit social norms, while
discourse competence involves producing coherent and unified discourse. Strategic
competence enables learners to use strategies for overcoming communication
breakdowns and conveying meaning effectively.
Together, these components form a comprehensive understanding of language use,
emphasizing both accuracy and context. This broad definition of competence highlights
the need for inclusive teaching practices, particularly for students with learning
disabilities.
Accommodating Learning Disabilities (LD) in Language Learning
Students with learning disabilities often face unique challenges in language acquisition,
necessitating tailored approaches. Identifying and assessing LD students requires
understanding their native language skills, exposure to English, and developmental
histories. Formal assessments and parent interviews provide crucial insights into
individual needs.
Effective teaching strategies for LD students include Total Physical Response (TPR),
which integrates physical actions with language learning, and multisensory techniques
that use visual aids and kinesthetic tasks. Phonological awareness training is particularly
important, as deficits in this area can hinder language acquisition. Adapted syllabi that
focus on essential language elements, reduce vocabulary demands, and allow for a
slower instructional pace ensure that LD students can progress meaningfully. These
strategies demonstrate how inclusive teaching supports communicative competence for
all learners.
Conclusion
The development of communicative competence in English requires the integration of
linguistic skills and the accommodation of individual learning needs.
By fostering listening, speaking, reading, and writing abilities through dynamic and
inclusive methods, teachers can create an environment that values verbal and non-verbal
communication.
Strategies that address the needs of students with learning disabilities further ensure
equitable access to language learning. Through these approaches, educators empower
students to achieve meaningful proficiency, preparing them to navigate diverse
communicative contexts with confidence and cultural awareness.
